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Lesson 6 - Circus Performance Showcase

Victorian Circus: Movement, Character and Social Commentary

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Year 5

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Dance

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Big Question

How can we bring our circus characters to life through dance performance and help others improve their artistic expression?

Learning Objectives

To finalise and perform circus dance routines with clear characterisation and stage presence
To evaluate peer performances using specific dance criteria including timing, rhythm and emotional expression
To demonstrate excellent dance technique through controlled levels, speeds and sustained character portrayal

Key Outcomes

Students will perform their circus routines with confidence, maintaining character throughout
Students will provide constructive feedback to peers using dance-specific vocabulary and criteria
Students will demonstrate improvement in their performance quality from rehearsal to final showcase

Equipment & Resources Required

Music Player

1 set

Position for clear audio throughout performance space

Alternative: Portable bluetooth speaker, tablet with speakers

Thematic Music Playlist

1 prepared playlist

Have backup audio ready, test volume levels before lesson

Alternative: Individual circus-themed songs, circus entrance music

Video Device

1 (tablet/camera)

Ensure good viewing angle to capture all performance groups, check battery and storage

Alternative: Mobile phone with good camera, digital camera

Ropes

As needed per group

Only if groups have incorporated props into routines from previous lessons

Alternative: Scarves, ribbons, imaginary props, simple costume pieces

Sun Markers

4-6 cones or markers

Define clear performance area visible to all audience members

Alternative: Masking tape, benches to define boundaries

Score Sheets

1 per student

Pre-prepared with evaluation criteria for peer assessment

Alternative: Mini whiteboards, mental notes system

Key Vocabulary

Unison

When all dancers perform the same movements at exactly the same time

Canon

When dancers perform the same movements but start at different times, like a wave effect

Stage Presence

The ability to command attention and project confidence while performing

Characterisation

Showing the personality and emotions of your circus character through movement and expression

Flow

Smooth, continuous movement that connects one pose or step to the next without stopping

Projection

Making your movements and expressions big enough for the audience to see clearly

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic circus character movements and personalities
Understanding of dance levels, speeds and directions
Experience working in small groups to create short sequences
Knowledge of different circus performers and their characteristics

Current Skills

Performing sustained character portrayal through dance
Coordinating group routines with timing and rhythm
Using performance skills like stage presence and projection
Evaluating dance performances using specific criteria

Next Steps

Creating original choreography with narrative structure
Leading group warm-ups and teaching sequences to others
Incorporating advanced dance techniques like lifts and partnering
Choreographing dances that tell complex stories or themes

Milestone Indicators

Maintains character consistently throughout entire routine

Performs with confidence in front of an audience

Uses dance vocabulary accurately when giving feedback

Shows clear improvement from practice to performance

Key Teaching Points

Maintain high expectations for both performance quality and audience behaviour throughout the showcase
Use specific dance vocabulary consistently when giving feedback to develop students' understanding
Balance constructive criticism with celebration of effort and improvement
Connect circus character work to broader performance skills transferable to other contexts
Ensure all students feel successful regardless of technical ability level
Model professional feedback language to develop students' peer assessment skills
Create authentic performance atmosphere while maintaining supportive learning environment

Common Misconceptions

Thinking that performance is only about technical perfection rather than character expression and effort
Believing that feedback should focus only on mistakes rather than celebrating strengths first
Assuming that shy students cannot develop performance skills with appropriate support and encouragement
Not understanding that dance vocabulary helps improve performance by giving specific targets for improvement
Thinking that audience behaviour doesn't affect performers' confidence and ability to perform well

SEN Adaptations

ADHD

Provide clear roles during performance and audience time, allow movement breaks between groups, use physical activity to maintain focus, provide specific observation tasks

dyspraxia

Focus on character expression rather than complex choreography, provide extra rehearsal time, offer alternative ways to demonstrate understanding through feedback rather than performance

autism spectrum

Provide performance order in advance, offer quiet space for breaks, use visual schedule showing lesson structure, allow fidget tools during audience time

visual impairment

Use bright stage lights or markers to define performance space, provide detailed verbal descriptions of other groups' performances, pair with sighted partner for spatial awareness

hearing impairment

Use visual cues for music timing, provide written feedback sheets with performance criteria, demonstrate all instructions clearly with visual support

physical disability

Adapt movement to seated or supported versions, focus on upper body expression and character work, ensure performance space is wheelchair accessible

Cross-Curricular Links

English

Vocabulary development through dance terminology, speaking and listening skills during peer feedback, creative writing opportunities describing circus characters

Art

Visual interpretation of circus themes, understanding composition and staging, appreciation of performance as artistic expression

Drama

Character development and sustaining roles, stage presence and projection, audience awareness and performance skills

Music

Understanding rhythm and timing, responding to musical phrasing and tempo changes, coordination of movement with musical structure

PSHE

Building confidence and self-esteem through performance, cooperation and teamwork skills, giving and receiving constructive feedback, resilience when facing challenges

Teacher Guidance

Positioning

Move around hall during rehearsal to support all groups, position with clear view of performance area during showcase, maintain 'journalist' character during performances

Observation Focus

Watch for group cooperation, individual character development, performance criteria achievement, audience engagement and respect

Intervention Points

Step in if group dynamics become negative, provide support for performance anxiety, redirect inappropriate audience behaviour, assist with technical difficulties

Demonstration Notes

Model professional journalist behaviour throughout, demonstrate constructive feedback language, show how to recover from performance mistakes while maintaining character

Verbal Cues

•'Stay in character even when things go wrong!'
•'Project your emotions to the back row!'
•'Remember your circus performer would be confident!'
•'Use our dance vocabulary when giving feedback!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 10m x 10m with clear performance area visible to all audience members

Surface Check

Clean, dry, non-slip surface appropriate for dance movement, free from obstacles or props that could cause trips

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from performance area
•Video recording device securely positioned with clear sightlines
•Any props used by groups checked for safety and appropriate to age group
•Seating for audience arranged with clear exit routes

Risk Management

Key Risks

•Collisions between performers during group routines
•Slips and falls during dynamic movements or level changes
•Emotional distress from performance anxiety or peer feedback
•Overexertion during high-energy circus performances

Risk Mitigation

•Clear performance boundaries established and maintained
•Groups rehearse with adequate spacing from other performers
•Positive, supportive feedback culture established before performances begin
•Teacher monitoring for signs of fatigue or emotional distress

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performance groups during rehearsal
•Move around performance space during showcase to observe safety and engagement
•Monitor audience behaviour to ensure respectful, safe viewing
•Be ready to intervene if students become overwhelmed during performance

Emergency Procedures

Stop activity immediately if safety concerns arise, provide appropriate first aid support, have quiet space available for students needing break from performance pressure